This video segment from Between the Lions is a reading of the heartwarming story Cheesybreadville. In this animated story set in Puerto Rico, a wife bakes a bread overnight to surprise her husband, not knowing that he has hidden a surprise gift for her as well of cheese in the oven. The husband and wife go to bed, only to wake up to the smell of burning bread and cheese. The husband and wife acknowledge that the mishap just proves their love for each other, and they head back to bed. A young girl from the town follows the smell of the cheesy bread, sneaks into the kitchen and tries some. Finding it so delicious, she shares it with others who live in the town. The cheesy bread is such a hit that all the villagers want the couple to keep making more. The town is renamed "Cheesybreadville." This video segment provides a resource for Fluency, Text Comprehension, and Phonological Awareness. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

In this lesson students will listen to a story of a boy with chicken pox and participate in a class discussion of chicken pox and what to do when you have a contagious disease. They will incorporate math by graphing who in the class has had the disease. They will draw chicken pox on an outline of a child, then practice mathematical concepts with the spots.

Students investigate the effects of word choice in Robert Frost's "Choose Something Like a Star" to construct a more sophisticated understanding of speaker, subject, and tone.

Students identify interesting words from Shakespeare's plays and add them to a classroom vocabulary collection.

Students select what they believe to be the most important word in a text that they have read and justify their choice using examples from the text.

Students make purposeful choices for their reading materials, thinking about their reasons for reading a book and using strategies to match books to their abilities.

This set of lessons extends over several days and focuses on "The Crisis, No. 1" by Thomas Paine. Students closely read and annotate the text. Students identify and evaluate claims and evidence in the text. Students present their findings to the class. Finally, students collaboratively write short arguments identifying claims and evidence in "The Crisis, No. 1." Students present their arguments to the class, and the class discusses and assesses the arguments.

"Cocoa Ice" is set in the early 1800s and describes the exchange that occurs when a trading ship from Maine travels to the Caribbean village of Santo Domingo. The story is told in two parts, each part narrated by a girl who lives in one of these locations.

In this lesson art and music activities help students express and understand their feelings.

Multidimensional, challenging, and popular with students, comics provide an excellent way to introduce the concept of genres.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan€'s First Inaugural Address and Secretary Hillary Clinton€'s 2011 APEC Address.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Students become familiar with the similarities and differences between electronic and printed text by comparing the textual aids included in a textbook with those of an educational website.

Students discuss and compare differing versions of Little Red Riding Hood and other tales about wolves in cumulative read-aloud sessions and text set explorations.

Students will really get into the swing of things as they analyze the text and film versions of Edgar Allan Poe's story, "The Pit and the Pendulum."

This unit introduces students to a variety of poetic forms and elements, as they compile their own collections of poetry.

Students explore the connotations of the colors associated with the characters in F. Scott Fitzgerald's "The Great Gatsby."

Using Construct-a-Word, students learn letter-sound correspondence by combining a beginning letter or blend to a word ending to create words.